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Martha Shackford Workshop
Recently Martha Shackford taught a Master Class to some of my students and a Parenting Workshop to students' parents. Of course everyone has their own experiences at these types of events. Here are a few of my own.
Master Class
I'll open my comments here with a direct quote from Martha.
"An artist constantly goes beyond who they think they are."
The Bow:
- When teaching the bow hand - putting on the thumb last helps out tremendously in keeping the thumb loose and not gripping.
- Pulling a big tone exercise: Have the student hold the bow. The teacher holds the middle of the stick. Now the student tries to go down bow and up bow while the teacher resists.
- The bow arm is the motor and the hand reacts.
- Pretend the bow is a magnet and the violin strings are magnetized.
- The weight center of the bow arm is below the elbow an inch or so. When going all the way to the frog, think of this part of your arm as it carries you there. This keeps the sound strong and keeps the wrist from lifting too much.
Attitudes:
- Mistakes are a wonderful opportunity for us to learn! Embrace them and learn from them. It's much healthier than stressing out over them!
- "Play the body, not the violin."
- Repetition is one of the most important ways our brains develop mastery.
- The study of the violin is the study of developing new habits.
Languaging
- Martha's teaching style is filled with questions. Probing the kids to have their own conclusions.
- With a Pre-Twinkler, Martha's languaging was both directive and done in a way that the young student "owns" their actions. "Thank you feet!" "What a good thumb you are - you know right where to go." "OK Boss (pointing to forehead) tell your pinky where to go!" "Thank you pinky!"
Parenting Workshop
Another direct quote from Martha:
"The only job the parent has is to enjoy practicing with their child."
Does this comment make you react strongly? Does it sound impossible and unattainable? During the workshop Martha presented a wide variety of material to guide us in achieving just that - enjoyment with our children!
Her first activity was to have us check in with ourselves. How were we feeling at the moment? Relaxed? Agitated? Multitasking? Do we check in with ourselves before we begin practicing with our children? Since children pick up on all of our internal moods - wouldn't it be wise for us to take a few deep breaths and center ourselves before working with our children?
Martha then went on to outline some typical human behavior; specifically the kind of behavior that leads to the "dramatics" in the household. This was an opportunity for us to hold up the mirror to ourselves and identify some of our own behaviors. While it's great to analyze and figure things out, what I got really excited about was her suggestions to stepping out of "triggered" behavior.
First let's talk about "triggered" behavior. That's the kind of reaction you have when you find yourself yelling at your child when you promised yourself you wouldn't. It's when you feel out of control. Martha presented us with this chart of how people experience the world around them:
0 - 7 months Vibrational
0 - 7 years Emotional
7 - 14 years Mental
14 - 21 years Physical
Notice that 0 - 7 years is when we experience our world through our emotions. During that time in our lives we are first learning about our family dynamics and we react emotionally. That's why a fully grown adult gets triggered into emotional reactions when they are with their parents and siblings.
Ok - so if you're like me this is interesting to know but what do you do with the information? How many times and places do I have to hear from people and read about "being in the present moment" without reacting to triggers. How do you actually do it? Martha's suggestion is to use the chart above and go backwards.
- You feel triggered and out of control (and it's time to practice with your child).
- Start physical. Deep breathing, take a shower, cup of tea - do something physical to center yourself.
- Think mental. How does your non-triggered enlightened self want to be? Use your logic.
- Check in with your emotions. Remember your child picks up on all subtleties.
- Vibrational - Martha touched very briefly on this. But we all know that practicing with our children when we are able to have "good vibes" will produce more joyful results!
So where does the enjoyment come in practicing with your child? You've checked in with yourself and found you were a bit frazzled. You did something physical to get in touch with yourself (nice cup of tea). You made mental notes on what your child's teacher assigned and how to practice. You got yourself in neutral territory with those emotions and feel good vibrations about practicing with your child. Your child picks up on your calm centered mood. You both now have a blank slate to work from. Wouldn't that be a beautiful way to start?
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